Can Pre-Academic Activities in Norway's Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?

Autor/inn/en	Zambrana, Imac Maria; Ogden, Terje; Zachrisson, Henrik Daae
Titel	Can Pre-Academic Activities in Norway's Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 3, S.440-456 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogden, Terje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1577751
Schlagwörter	Early Childhood Education; Child Care; Academic Achievement; Preschool Children; Foreign Countries; Behavior Problems; Program Effectiveness; Educationally Disadvantaged; At Risk Students; Receptive Language; Socioeconomic Background; Grade 1; Grade 2; Teacher Attitudes; Reading Skills; School Readiness; Norway + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Rezeptive Kommunikationsfähigkeit; Sozioökonomische Lage; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lehrerverhalten; Reading skill; Lesefertigkeit; Readiness for school; School ability; Schulreife; Norwegen
Abstract	Low academic achievements are predicted by early disadvantages. Because achievement gaps typically escalate with age, early efforts to prevent future academic disadvantages are called for. The current study examines whether exposure to structured pre-academic activities in Early Childhood Education and Care (ECEC) play a compensatory role for the early academic achievements in school (teacher ratings and screening tests of reading and math) of children who were at developmental (low receptive language), behavioral (high externalizing behavior and low effortful control) and socio-economic (low maternal education) risk in preschool. Using a sample of 934 children from the longitudinal Behavioral Outlook Developmental Study to examine between-school comparisons and within-school fixed effects models, findings suggest that preschoolers with externalizing behaviors may moderately benefit from structured pre-academic activities prior to school entry. However, it is concluded that this pre-academic boost is weak and may be limited to a short transition period from ECEC to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01